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Polytechnic Sector in Norway – the University Colleges

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Polytechnic Sector in Norway – the University Colleges Polytechnic Sector in Norway – the University Colleges Mr. Widar Hvamb Vice-Secretary General Association of Norwegian Higher Education The Structure of Higher Education in Norway – today The general structure of Higher Education in Norway: 4 traditional universities 6 professional specific universities – offering specialised professional degree programmes 26 colleges – denominated universities colleges in English terms 2 art colleges With a population of 4 400 000 spread among a few cities and widely across the country, Norway has a strong orientation towards regional development in its policies. Norway’s Higher Education system has experienced considerable changes in the first half of the 1990s and new changes are proposed in a recently presented “green paper”. The University sector includes four universities in the traditional sense and six universities offering specialised professional degree programmes at university level, with an estimated total of 83 000 students in 1999. The universities carry out research and offer university level instruction at undergraduate and graduate levels leading to academic degrees. The College sector consists of 26 university colleges, the result of restructuring 98 public non- university institutions in 1994. The colleges vary in size; from the smallest with 170 students, to the largest with 8 050 students. Around 72 000 students attend these institutions. The colleges have previously been denominated State Colleges, but the Parliament has recently recommended University College as the correct term in English. In addition, there are several private Higher Education institutions, catering for some 10% of the total Norwegian student population (about 12 000 students). Private institutions may only receive state funding for recognised study programmes, but they are not automatically entitled to such support. The private Higher Education institutions cover a wide spectrum of study programmes, from theology and religious studies, teacher education, nursing and social work education, to ballet, music, engineering, computer technology, business administration and marketing. Though most of these institutions offer programmes at the lower degree level, some have programmes for higher degrees, and two, the Free Faculty of Theology and Norwegian School of Management BI, can confer doctor’s degrees. Typical Subject Areas Most programmes at the colleges are profession-specific, their graduates becoming professional or para-professional personnel in areas such as teaching at pre-school or compulsory school level, engineering, social work, health services, administration, economics, librarianship, journalism, etc. Current Structure of Courses/Degrees a) Undergraduate level -29- Candidatus/Candidata magisterii (cand.mag.): This degree is offered at universities and colleges. The Cand.mag. Degree normally requires four years of study, with exams totalling 80 “vekttall”1, or 240 ECTS Credits. The Cand.mag. Degree implies a general education, which means that sudents have considerable choice when selecting subjects leading to the degree. ”Høgskolekandidat”: This is a final diploma or title awarded by the colleges upon completion of a two – three year study programme. A Cand.mag. Degree may be obtained by further study within the college stystem or by attending university. Professional Titles: The professional study programmes give the right to use a professional title. Most of the study programmes last three years. Physiotherapists, prosthetic and orthotic engineers and registered public accountants must have one – two years of practice after completion of studies to be recognised. ”Høgskoleingeniør”: Three years education from one of the fields of study at a Faculty of Engineering gives the right of “Høgskoleingeniør”. Law protects both the professional titles and the title “høgskoleingeniør”. b) Graduate level The colleges do in some cases award graduate degrees. Graduate degrees are based on the Cand.mag. Degree and may be earned by extending the major field of study at undergraduate level. Graduate degrees are normally awarded upon completion of two additional years of graduate study (10 vekttall/120 ECTS Credits). A small number of colleges offer the graduate degrees of “siviløkonom” (siv. øk.) in economics and of “sivilingeniør” (siv.ing. equivalent to Master of Science) in engineering. Other graduate programmes offered by the colleges are being established. c) Master’s Degree All the universities offer Master Degree programmes, meaning a degree programme lectured in English and offered to foreign students. Some colleges offer Master’s Degree programmes in co- operation with foreign institutions. The foreign institutions have been conferring the degree. The colleges have recently been given the opportunity to offer Master’s on a trial basis. Five colleges have been approved for a degree program in certain areas and several colleges are currently in the process of applying to the Ministry of Education, Research and Church Affairs for the possibility to introduce Master’s Degree programmes from year 2000 onwards. d) Doctoral Studies Doctoral degrees are awarded upon completion of a three to four year academic programme at the highest level of study. Given the completion of certain criteria, colleges will from now on be able to award doctoral degrees. So far three colleges have been granted the right by the Ministry of Education, Research and Church Affairs to award doctoral degrees in specific areas. Finance Funding is provided almost entirely from the public budget. There are no tuition fees in the public institutions. Funding is based on the previous year’s budget, with adjustments taking into account inflation and increased enrolments and incremental funding for the latter varying according to the number and level of the new study places. The financial conditions for Higher Education are well below (20%) the OECD level measured in means per student. Since the restructuring of the non-university sector in 1994, the colleges – and universities – have experienced large cuts and a steadily declining economy. 1 At Norwegian institutions of Higher Education, courses are measured in “vekttall”, the Norwegian term for credit units. The normal work load for 1 semester is 10 vekttall, which is equal to 30 ECTS Credits. -30- a) Governance/Management Governance in Higher Education has shifted from regulatory mechanisms to an approach emphasising strategic goals, close monitoring at the central political level and increased institutional autonomy in teaching and research. Recent legislation provides for streamlined governance arrangements, wider participation from external stakeholders on smaller governing bodies in the institutions and enhanced decision-making powers at the institutional level. Permanent administrative posts exist for Director, Registrar, etc. Academic leadership ut to and including the Rector is elected for a three-year term. The government has initiated a Network Norway Council to act as a general advisory body to the Ministry of Education, Research and Church Affairs, with the aim of producing strategies for quality monitoring. The Council has replaced specialised bodies and councils. Wide system evaluation and quality assurance processes are still evolving, with experience gained through pilot projects and institutional initiatives. An Executive Board governs each institution and is an institution’s highest governing body. The Executive Board shall make strategic decisions on the institutions educational, research and other academic activities and make plans for scientific development in accordance with the goals established by the authorities for the sector and the institutions. The Executive Board – normally 13 members – consists of the Rector, the Vice-Rector, five members elected from among the academic staff, one member elected from among the technical and administrative staff, two members elected among the students and three external members. The Rector is the chairman of the Executive Board. An internal College Council advises the Executive Board on matters related to the principal directions of the instituion’s activities or raises important questions of principle relating to them. The academic staff, including Rector and Vice-Rector, constitutes the majority in the governing bodies. b) Act relating to universities and colleges The colleges are regulated under the same act and legislation as the universities. In 1995, a common act for both colleges and universities was passed in Parliament to replace separate acts. The act came into force in 1996. The act became important for the self-esteem and development of the colleges. Let me give one example from the act: § 2 Activities of the institutions The institutions to which the present Act applies shall offer Higher Education based on the most advanced scientific research, artistic development and epmirical knowledge. Within a national research and higher educational network (the Norway Network), the institutions shall co-operate and complement each other’s academic activities. Educational courses shall be planned and viewed in relation to other national and international educational facilities. The institutions shall engage in research and scientific and/or artistic development. The institutions cannot be instructed as to the content of their teaching, research or artistic or scientific development work. The institutions are responsible for disseminating knowledge of their activities and understanding of scientific methods
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